Woking High School Curriculum Vision Statement

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1 Part One: Curriculum Vision Woking High School Curriculum Vision Statement The Woking High School Curriculum is designed to enable students to achieve academic excellence and to develop wider personal qualities within a caring and supportive environment. Our curriculum challenges all students to realise their potential during their five year journey at Woking High School. It is underpinned by the firm belief that all students are able to be highly successful and can master the content and skills of each subject they study. The school has extremely high aspirations and expectations of all students. The curriculum both within and beyond the classroom is designed to provide a high level of challenge, believing that all students can be inspired to achieve their best, both in terms of academic success and personal development. Curriculum Aims In line with the requirements outlined in Section One of the 2010 Academies Act, the Curriculum at Woking High School is balanced and broadly based. Students Post-16 plans and career aspirations have a strong influence upon curriculum planning. The school closely monitors the entry requirements of both colleges and universities to ensure that the courses students study enable them to be successful in the next stages of their education. Flexibility in curriculum design and subject choice means that students are able to personalise their learning with regard to their ability and interests, whilst retaining breadth in their studies. Our Curriculum: is highly inclusive and generates high aspirations for all students; promotes the spiritual, moral, cultural and social development of students; nurtures and takes careful account of students personal, mental and physical development through high quality provision of PSHE; actively promotes and develops students understanding of fundamental British Values through a rich and diverse Citizenship Programme and other curriculum opportunities; prepares students at the school for the opportunities, responsibilities and experiences of later life through exceptional Careers Education, Advice and Guidance and Work Related Learning; seizes opportunities to develop students character through promoting the key Woking High School attributes of Resilience, Respect, Responsibility, Integrity, Courtesy and Enthusiasm; aims to develop the whole person, as well as stretching students academically through an extensive programme of extra-curricular opportunities. Curriculum Principles/Beliefs We believe that all students can achieve academic success. The curriculum must develop the whole person and prepare students for life in Modern Britain. High expectations must be set for every student and high aspirations must be reinforced and modelled by all teachers. All students, including those whose attainment is significantly above the expected standard, should be challenged and inspired through the setting of tasks to further deepen their learning. Teachers must use appropriate and timely assessment methods to measure student progress and plan future learning activities. The Senior Leadership Team, other leaders and individual teachers set academic targets that are ambitious. The Curriculum, and the Teaching, Learning and Assessment that underpin it, must be highly inclusive and enable all cohorts of student to achieve.

2 The Curriculum must facilitate the personal development of students and promote healthy lifestyles and choices. Our approach to Curriculum Design is sufficiently flexible to enable the school to respond to changes in the local and national educational landscape. A minority of students (e.g. VI) will need access to specialist equipment and different approaches to learning. Part Two: Features of the Woking High School Curriculum The school follows the Secondary National Curriculum in England (2014) for Years 7 to 9. At GCSE all students study English Language, English Literature, Mathematics, Science and Citizenship. In addition, the Key Stage 4 curriculum meets all aspects of the statutory requirement to offer students the opportunity to study Arts subjects, Design and Technology, the Humanities and Modern Foreign Languages. We actively encourage our students to study a combination of EBacc subjects, a these subjects undoubtedly support the further education and career aspirations of our students. The school will continue to promote and advocate the benefits of the EBacc combination of subjects in the coming years and has an expectation that the number of students taking EBacc subjects will increase as a result of changes to our KS3 Modern Foreign Languages curriculum offer and any future changes resulting from the annual review of our curriculum; however, we do not set students on a specific EBacc pathway. In addition to the study of subjects through the school timetable, the Curriculum is also defined by the extracurricular opportunities offered to all students after school and during Day 11, where there is a strong focus upon sport, music, STEM activities and off-site visits. Teaching, Learning and Assessment Lessons are designed to ensure that all students can access learning and achieve. They are also designed to ensure students are stretched beyond the demands of the school syllabus and encouraged to exceed expectations. Teaching, Learning and Assessment are inseparable and should never be viewed in isolation. Assessment is the bridge between Teaching and Learning and tri-weekly assessments are used to improve the quality of both teaching and learning. (graphic to be amended)

3 Teachers seek to avoid unnecessary repetition across years by regularly assessing knowledge and skills. Tests are carefully designed, adhering to the Year and Unit Overviews, so that they provide clear evidence of how far each student s knowledge, understanding and skills have developed according to department's Curriculum Aims. Key Stage Four Our broad, balanced, richly academic Key Stage 4 curriculum, which is supplemented by appropriate technical awards and BTECs, has been specifically designed to meet our students needs, aptitudes and interests. Our Options process offers a high degree of flexibility, which enables students to select and study a personalised portfolio of qualifications. There is a strong commitment to ensuring that students choices and interests are met by the Curriculum. The Curriculum is built on a foundation of traditional academic subjects. Students study English Language and English Literature, Mathematics, Science (either Triple Science or Trilogy), and many study a Modern or Ancient Foreign Language and History/Geography. This combination of subjects provides academic breadth to a student s curriculum and prepares them well for Further and Higher Education and the demands of the 21 st century workplace. The Key Stage Four Curriculum complies with the requirement that: The arts (comprising art and design, music, dance, drama and media arts), design and technology, the humanities (comprising geography and history) and modern foreign language are not compulsory national curriculum subjects after the age of 14, but all pupils in maintained schools have a statutory entitlement to be able to study a subject in each of those four areas. Mathematics and Numeracy Teachers must develop students numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics in every day contexts. Teachers must use every relevant subject to develop students mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum and at GCSE level. It is also one of the fundamental life skills, which our Curriculum is designed to promote and develop. Language and Literacy Our Curriculum develops students spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. Students have opportunities to speak clearly and convey ideas confidently using Standard English. They learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others and select the appropriate register for effective communication. They are taught to give well-structured descriptions and explanations and to develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas for writing. Reading The Woking High School curriculum places great value upon the importance of reading both in terms of students academic success and their personal and social development. Teachers develop students reading and writing in all subjects to support their acquisition of knowledge. Students are taught to read fluently, understand extended prose (both fiction and non-fiction) and encouraged to read for pleasure. Intervention programmes are used to improve the reading skills of those who join the school with low reading levels. The Library inspires students to read more widely and to get involved in national and local initiatives that promote a love of reading. Writing

4 Students develop the stamina and skills to write at length, with accurate spelling and punctuation. The school s expectations and rules regarding presentation of students work are clarified on the back cover of each exercise book. Students are taught the correct use of grammar and are encouraged to expand the range of their writing and the variety of the grammar they use. The writing they complete should include narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read. Teachers develop vocabulary actively, building systematically on students current knowledge. It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language. Being able to accurately and appropriately deploy subject specific terminology is critical to a student s chances of success across all curriculum areas. An Inclusive Curriculum The school closely monitors and tracks the progress made by all students. The curriculum is designed so that students are studying courses that are appropriate to their educational needs and lessons are designed to take account of all students starting points. Able students should be stretched beyond the demands of the school syllabus. In all lessons, teachers must plan to ensure that challenging tasks inspire most able students to meet and exceed expectations. In order to provide this level of challenge, teachers need to have knowledge and understanding of the content of the National Curriculum, GCSE, A-level and Degree level specifications relevant to their subject. Questioning is used as a key tool for checking and further deepening students understanding and mastery of a topic. The extra-curricular opportunities provided for all groups of students are tracked and evaluated on a regular basis to ensure the curriculum we provide is stimulating. The most able students are encouraged to participate in supercurricular activities which deepen understanding and foster academic endeavour. For example, opera visits, debating opportunities and visits to museums and exhibitions. Careers Information, Education, Advice and Guidance High quality Careers Information, Education, Advice and Guidance (CIEAG) ensures that students leave Woking High School exceptionally well prepared for the next stage of their education, training or employment. Dedicated days are identified on the school calendar to deliver information, advice and guidance to each year group. A substantial network of links enables students to meet successful representatives from local, regional and national employers and receive the latest information regarding the workplace. Each year, 100% of our students continue in education or successfully gain and sustain employment or training upon leaving school. Students are able to produce outstanding applications for further/higher education and employment with training. Character Education The development of students character is fundamental to our curriculum aim of ensuring students reach their full potential at Woking High School. Students will be able to provide evidence that they have increased their awareness of their own strengths and areas for growth; undertaken new challenges; planned and initiated activities; worked collaboratively with others; shown perseverance and commitment in their activities; engaged with issues of global importance; considered the ethical implications of their actions; and developed new skills. The six key character attributes at Woking High School are Resilience, Respect, Responsibility, Integrity, Courtesy and Enthusiasm. Social, Moral, Spiritual and Cultural Development (SMSC) The Woking High School curriculum places great emphasis upon promoting students Social, Moral, Spiritual and Cultural Development. Opportunities for reflection are provided both within and beyond lessons, for example

5 through assemblies, the school s Theme of the Week Programme and through off-site visits to places of religious, spiritual and cultural significance. Great emphasis is placed upon the moral development of each student and opportunities are frequently taken to explore ethical issues and identify different frameworks for making moral decisions. The curriculum provides opportunities for students to develop their awareness and understanding of different cultures, for example through themed activities within the Day 11 Programme. The numerous opportunities for student voice activities are a key part of students social development and this is further enhanced by the wide range of enrichment opportunities and off-site visits. Woking High School students are encouraged to be reflective within lessons, both in terms of evaluating their own progress, but also reflecting on topics and issues of a spiritual nature studied in class. Part Three: Operational Details Woking High School operates a fixed 10-day timetable, comprising of 50 one-hour periods. Formal lessons are complemented by a wide range of enrichment and further study opportunities, which are offered before, during and after school. Students inclusion is supported by the work of the Most Able Students Hub, EAL, SEND Department and VI Unit. Citizenship, incorporating Careers Education and Personal/Economic Wellbeing, is taught by form tutors in one lesson per timetable cycle. For timetabling purposes, each year group is split into two mixed ability bands: X Band comprises of tutor groups R, I, D and G Z Band comprises of tutor groups E, W, A and Y The students in each band are set by ability for Maths and Science. For other subjects, students may be taught either in tutor groups or reorganised into banded or mixed ability groups. Day 11 On a Day 11 the standard timetable is suspended and replaced by a special programme of extended learning opportunities. Activities are often cross-curricular, e.g. study/revision skills, off-site visits, community work, inter-house sports, Citizenship events, outside speakers, and themed events: health, performing arts/creativity, cultural diversity and business/enterprise.

6 Year 7 Lesson Allocations Number of Lessons Per Cycle English 8 (*for those studying Latin this will be 6) Mathematics 7 Science 7 Design Technology 2 (* for those studying Mandarin this will be 1) Food and Nutrition 2 (* for those studying Mandarin this will be 1) Physical Education 4 (* for those studying Mandarin this will be 3) Computer Science 2 Languages (French, Spanish, Latin and Mandarin) French and Spanish 4 Latin 2 (* this only affects students invited to study Latin) Mandarin 4 (* this only affects students invited to study Mandarin and sits alongside either French or Spanish) Religious Education 2 Geography 3 History 3 Art 2 Music 2 Drama 1 Year 8 Number of Lessons Per Cycle English 7 Mathematics 7 Science 7

7 Design Technology, and Food and Nutrition 3 (*2, if studying Latin) Physical Education 3 Computer Science 2 Languages (French, Latin and Spanish) Dual Linguists 4 x French or Spanish + 3 Latin Single Linguists 6 x French or Spanish Religious Education 2 Geography 3 History 3 Art 2 Drama 2 Music 2 Year 9 After participating in a programme of information, advice and guidance activities, Year 9 students choose their Key Stage 4 Options in February. Lesson Allocation Number of Lessons Per Cycle English 7 Mathematics 7 Science 7 Physical Education 4 Computer Science 2 IT 1 (* if studying Latin, this will be 0) Languages (French, Latin and Spanish) Design Technology Food and Nutrition Art Dual Linguists 4 x French or Spanish + 3 Latin Single Linguists 6 x French or Spanish Expressive Arts and Technology Students select and study three of these subjects, each for 2 lessons = 6.

8 Drama Music Religious Education 3 Geography 3 History 3 GCSE Students are required to study for GCSEs in English Language and English Literature. All students take GCSE Maths. Able Mathematicians are offered the opportunity to study for a GCSE in Statistics, which is delivered through the timetable and after school twilight sessions. Able Scientists are offered the opportunity to study Biology, Chemistry and Physics as separate GCSE subjects. Those students who do not study separate Sciences follow the Trilogy qualification (worth the equivalent of two GCSEs). In addition to their core subjects, students also choose four Option subjects. The process is completed online and choices confirmed before Easter of year 9. Year 10 Lesson Allocation Number of Lessons Per Cycle (50 available hours per cycle) English (+ Literature) 8 Mathematics 8 Science (Triple, Double, Single) 10 (+2 for students studying three separate sciences) Options 4 subjects, 5 lessons each = 20 Recreational PE 3 hours (1 hour for students studying Triple Science)

9 Year 11 Lesson Allocation Number of Lessons Per Cycle (50 available hours per cycle) English (+ Literature) 8 Mathematics 8 Science (Triple, Double, Single) 10 (+2 for students studying three separate sciences) Options 4 subjects, 5 lessons each = 20 Recreational PE 3 hours (2 hours for students studying Triple Science)